CTEL Exam for California Commission on Teacher Credentialing (CTC) Latest Update

The California Teacher of English Learners (CTEL) Exam is an essential assessment for educators seeking to demonstrate their qualifications to teach English learners (ELs) in California. Administered by the California Commission on Teacher Credentialing (CTC), the CTEL is a key part of ensuring that teachers possess the knowledge and skills necessary to work effectively with EL students. These students, who are typically in the process of acquiring proficiency in the English language, require specialized teaching strategies and support. The CTEL exam plays a significant role in certifying educators to provide high-quality instruction to this growing student population. As of 2025, the exam continues to be an important step for those wishing to obtain the English learner authorization in California.

Overview of the CTEL Exam

The CTEL exam consists of three subtests, each focusing on a different critical area of instruction for English learners. These subtests are designed to evaluate an educator’s readiness to teach EL students in diverse classroom settings. The three subtests are as follows:

1. CTEL 1: Language and Language Development
2. CTEL 2: Assessment and Instruction
3. CTEL 3: Culture and Inclusion

Each subtest covers a range of topics that are fundamental to teaching EL students effectively. The exam assesses theoretical knowledge as well as practical skills, ensuring that teachers are prepared to meet the needs of diverse student populations.

CTEL 1: Language and Language Development

The first subtest, Language and Language Development, is designed to evaluate a teacher's understanding of language structures and how these relate to the development of English language learners. Teachers must demonstrate proficiency in areas such as phonology, morphology, syntax, semantics, and pragmatics, which are critical to understanding how students acquire a new language.

In addition, this subtest focuses on the stages of language development in both first and second languages. Candidates will need to understand the cognitive, social, and emotional aspects of language acquisition, as well as how to support students at different stages of their language learning journey. Strategies for teaching language in an inclusive classroom, where students may have varying degrees of proficiency in English, are also an important aspect of this subtest.

CTEL 2: Assessment and Instruction

The second subtest, Assessment and Instruction, evaluates a teacher's ability to assess the language proficiency of English learners and use the results to guide instruction. It tests knowledge of formative and summative assessments, how to use assessments to inform teaching decisions, and how to differentiate instruction for students with varying levels of English proficiency.

Candidates must demonstrate an understanding of both traditional and alternative methods of assessing English learners, such as standardized tests, performance-based assessments, and observational techniques. Additionally, this subtest focuses on creating and implementing instructional strategies that are designed to help students achieve linguistic, academic, and social success in the classroom.

Effective instruction for English learners involves using various approaches to teaching reading, writing, listening, and speaking, all while considering the students' individual needs. The ability to design lessons that integrate language instruction with content area learning is a key component of this subtest. It requires educators to be skilled in scaffolding instruction, providing appropriate supports, and encouraging student engagement in meaningful learning experiences.

CTEL 3: Culture and Inclusion

The third subtest, Culture and Inclusion, emphasizes the importance of understanding cultural diversity and creating inclusive classroom environments. It focuses on the social, cultural, and emotional factors that affect the learning of English learners. Candidates are expected to demonstrate knowledge of cultural factors that influence language learning, as well as how to address challenges that may arise due to cultural differences.

In this subtest, candidates are assessed on their ability to create a positive, inclusive classroom environment that values students' cultural backgrounds while promoting equity in learning. The ability to recognize and respond to the unique needs of English learners, including their emotional and psychological needs, is a key component of this subtest. Teachers are also expected to be familiar with the legal and educational policies that affect the rights of English learners in California, such as the importance of bilingualism, language rights, and inclusive education practices.

Exam Format and Scoring

Each subtest of the CTEL exam is made up of multiple-choice questions and constructed-response questions, which may include essays or other written formats. The combination of question types helps assess both theoretical understanding and the ability to apply knowledge in real-world teaching situations. Candidates are required to complete all three subtests in order to pass the exam and receive certification for the English learner authorization.

The CTEL exam is scored on a scale, with each subtest having a minimum passing score. The exact score requirements may change over time, so candidates should refer to the official CTC website for the most up-to-date information on scoring. Generally, the results of the exam are available within a few weeks of taking the test. Candidates who do not pass a subtest can retake that specific subtest in future testing windows.

Preparation for the CTEL Exam

Because the CTEL exam is a comprehensive assessment, preparation is essential for success. There are a number of resources available to help candidates prepare for the exam. The official CTC website provides detailed test descriptions, sample questions, and recommended study materials. In addition, there are numerous study guides and practice tests available from third-party providers, many of which offer comprehensive review courses.

In addition to studying for the exam itself, candidates are encouraged to familiarize themselves with the California state standards for teaching English learners. This includes understanding the requirements for English learner authorization, as well as keeping up with any changes in educational policy related to ELs.

It is also beneficial for candidates to gain practical teaching experience with English learners, as this experience provides a valuable foundation for the knowledge tested on the CTEL exam. Teacher preparation programs and professional development opportunities that focus on language acquisition, EL instruction, and cultural competence can further enhance a candidate’s readiness for the exam.

Changes and Updates to the CTEL Exam

While the core structure of the CTEL exam has remained relatively consistent over the years, there are occasional updates and changes. These updates can reflect shifts in educational priorities, new research on language acquisition, or changes in state policy related to teaching English learners.

As of 2025, there have been no major changes to the format or content of the CTEL exam. However, it is always important for candidates to stay informed about any potential updates by regularly checking the CTC’s official website or by subscribing to CTC communications.

Conclusion

The CTEL exam is a vital component in the process of certifying educators to teach English learners in California’s public schools. By successfully completing the exam, teachers demonstrate their knowledge and competence in essential areas such as language development, assessment, instruction, and cultural inclusivity. The CTEL is not only an important credentialing tool but also an indicator of a teacher's ability to effectively support the academic and linguistic growth of English learners, a group of students who are essential to California’s diverse educational landscape. As such, the exam plays an important role in ensuring that educators are equipped to meet the unique needs of these students and contribute to their success in the classroom.